Malik, Rania (2016) A comparison of modality effect performance in children: how reading achievement performance is influenced by echoic memory. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
This study investigates if less skilled readers suffer from deficits in echoic memory, which may be responsible for limiting the progress of reading acquisition. Serial recall performance in auditory, visual, and noisy conditions was used to assess echoic memory differences between skilled and less skilled readers. Both groups showed the typical modality effect, demonstrating that each had a functioning echoic memory. Less skilled readers performed more weakly than skilled readers on noisy serial recall, suggesting that the recall of less skilled readers is more vulnerable to interference than the recall of skilled readers. Nonword repetition performance indicated that all participants had reduced recall as a function of word complexity and word length. No difference between reading groups was found on this task; however, as nonword repetition and size of modality effect did not correlate, this task may not be a measure of echoic memory.
|Item Type:||Thesis (Masters)|
|Additional Information:||Includes bibliographical references (pages 60-63).|
|Keywords:||modality effect, reading achievement, echoic memory|
|Department(s):||Humanities and Social Sciences, Faculty of > Psychology
Science, Faculty of > Psychology
|Library of Congress Subject Heading:||Memory; Readers--Psychology; Learning, Psychology of; Modality (Theory of knowledge)|
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